TY - JOUR
T1 - Assessment tools for feedback and entrustment decisions in the clinical workplace
T2 - A systematic review
AU - Duijn, Chantal C.M.A.
AU - Van Dijk, Emma J.
AU - Mandoki, Mira
AU - Bok, Harold G.J.
AU - Ten Cate, Olle Th J.
N1 - Funding Information:
The authors report no conflicts of interest. Only the authors are responsible for the purpose and writing of this article. Initially, the manuscript was based on a report drafted for the Workplace-based e-Assessment Technology for Competency-based Higher Multi-professional Education (WATCHME) project, a multi-professional, multi-institutional, multi-country project that has received funding from the European Union’s Seventh Framework Program for research, technological development and demonstration, under grant agreement 619349.
Funding Information:
The authors report no conflicts of interest. Only the authors are responsible for the purpose and writing of this article. Initially, the manuscript was based on a report drafted for the Workplace-based e-Assessment Technology for Competency-based Higher Multi-professional Education (WATCHME) project, a multi-professional, multi-institutional, multi-country project that has received funding from the European Union's Seventh Framework Program for research, technological development and demonstration, under grant agreement 619349.
Publisher Copyright:
© 2019 AAVMC.
PY - 2019
Y1 - 2019
N2 - Background: Entrustable Professional Activities (EPAs) combine feedback and evaluation with a permission to act under a specified level of supervision and the possibility to schedule learners for clinical service. This literature review aims to identify workplace-based assessment tools that indicate progression toward unsupervised practice, suitable for entrustment decisions and feedback to learners. Methods: A systematic search was performed in the PubMed, Embase, ERIC, and PsycINFO databases. Based on title/abstract and full text, articles were selected using predetermined inclusion and exclusion criteria. Information on workplace-based assessment tools was extracted using data coding sheets. The methodological quality of studies was assessed using the medical education research study quality instrument (MERSQI). Results: The search yielded 6,371 articles (180 were evaluated in full text). In total, 80 articles were included, identifying 67 assessment tools. Only a few studies explicitly mentioned assessment tools used as a resource for entrustment decisions. Validity evidence was frequently reported, and the MERSQI score was 10.0 on average. Conclusions: Many workplace-based assessment tools were identified that potentially support learners with feedback on their development and support supervisors with providing feedback. As expected, only few articles referred to entrustment decisions. Nevertheless, the existing tools or the principals could be used for entrustment decisions, supervision level, or autonomy.
AB - Background: Entrustable Professional Activities (EPAs) combine feedback and evaluation with a permission to act under a specified level of supervision and the possibility to schedule learners for clinical service. This literature review aims to identify workplace-based assessment tools that indicate progression toward unsupervised practice, suitable for entrustment decisions and feedback to learners. Methods: A systematic search was performed in the PubMed, Embase, ERIC, and PsycINFO databases. Based on title/abstract and full text, articles were selected using predetermined inclusion and exclusion criteria. Information on workplace-based assessment tools was extracted using data coding sheets. The methodological quality of studies was assessed using the medical education research study quality instrument (MERSQI). Results: The search yielded 6,371 articles (180 were evaluated in full text). In total, 80 articles were included, identifying 67 assessment tools. Only a few studies explicitly mentioned assessment tools used as a resource for entrustment decisions. Validity evidence was frequently reported, and the MERSQI score was 10.0 on average. Conclusions: Many workplace-based assessment tools were identified that potentially support learners with feedback on their development and support supervisors with providing feedback. As expected, only few articles referred to entrustment decisions. Nevertheless, the existing tools or the principals could be used for entrustment decisions, supervision level, or autonomy.
KW - Assessment
KW - Clinical science
KW - Communications
KW - Competency/competencies
KW - Educational methods
KW - Medicine
KW - Problem-based learning
KW - Veterinary teaching hospital
UR - http://www.scopus.com/inward/record.url?scp=85071788762&partnerID=8YFLogxK
U2 - 10.3138/jvme.0917-123r
DO - 10.3138/jvme.0917-123r
M3 - Article
C2 - 31460844
AN - SCOPUS:85071788762
SN - 0748-321X
VL - 46
SP - 340
EP - 352
JO - Journal of Veterinary Medical Education
JF - Journal of Veterinary Medical Education
IS - 3
ER -